Lesson plan

Find a missing measure given the volume of a rectangular prism by modeling with unit cubes and/or using algebraic reasoning

teaches Common Core State Standards CCSS.Math.Content.6.EE.A.2c http://corestandards.org/Math/Content/6/EE/A/2/c
teaches Common Core State Standards CCSS.Math.Content.6.G.A.2 http://corestandards.org/Math/Content/6/G/A/2
teaches Common Core State Standards CCSS.Math.Practice.MP5 http://corestandards.org/Math/Practice/MP5
teaches Common Core State Standards CCSS.Math.Practice.MP6 http://corestandards.org/Math/Practice/MP6
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7

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Big Ideas: Strategies for finding volume work in reverse when the volume is known and there is a missing measure. Decomposing and rearranging provide a geometric way of both seeing that a measurement formula is the right one and seeing why it is the right one. Formulas for finding volume use variables for which measurements can be substituted. This lesson builds on students' work using factors and multiples to solve problems as well as models to find the volume of rectangular prisms. This task requires students to use modeling and/or algebraic reasoning to find missing measures when given the volume and two dimensions of rectangular prisms; it also asks students to identify all unique rectangular prisms with a given volume. Students reason why finding a missing measure requires division and can be calculated as well as modeled. This lesson develops algebraic reasoning and connects to finding volume of more complex figures in 6th-8th grade. Vocabulary: 3-dimensional figure, base of 3-dimensional figure, cube, cubed, cubic units, edge, edge length, exponent, face, formula, height, length, volume, width Special Materials: 1 set (ideally about 1,000) cubes, such as centimeter cubes or unit cubes from Base Ten Blocks